ICT IN LANGUAGE LEARNING
Antonius Maturbongs
17716251044
Fatihatun Cahyaning Tyas
17716251054
Titin Indriati
17716251059

Introduction to ICT
Advantages of ICT in Language Learning
The implementation of ICT in Language Learning
Potential of ICT in the future
The drawbacks of ICT in Language Learning
Prerequisites for successful integration of ICT
OUTLINE

What is ICT?

Introduction to ICT
ICT specifically refers to
computer-based
technologies such as
desktops, laptops, tablets,
smartphones, and software
and internet-based
technologies including
email, websites, and social
networking sites for the
purpose of English teaching
and learning
(Davies & Hewer, 2009).
ICT can be defined
as “anything which
allows us to get
information, to
communicate with
each other, or to
have an effect on
the environment
using electronic or
digital equipment”
(Siraj-Blatchford,
2003)
ICT covers two aspects:
information technology and
communication technology.
Information technology
includes all things related to the
process, use as a tool,
manipulation, and information
processing. While
communication technology is
anything to do with the use of
tools to process and transfer
data from one device to
another. (Sutopo, 2012)

History of ICT
Since the 1950s four generation of computer have evolved
The term Information Technology evolved in the 1970s
In 1975 the Massachusetts Institute of technology developed microcomputer
1977 The apple micro computer was introduced
In the fall of 1981, IBM introduced the first Personal computer
Computer today are divided into four categories by size, cost and processing
ability.
They are super computer, mainframe, minicomputer and microcomputer,
more commonly known as a personal computer.

Brian (2000) as cited in Gur (2014) states that ICT has
been used world-wide to help people such as in
business, trade, marketing, science, education and
others.
Now, ICT is currently being used in education to
assist students to learn more effectively and help
teachers to do administrative tasks more efficiently
(Neil Selwyn, 2003).

COMPONENTS OF ICT
The term information and
communication technology (ICT) is
generally accepted to mean all
technologies that, combined, allow
people and organization to interact in
the digital work
Source:

There are a variety of ICT applications in English learning. Collis and Moonen
(2001) categorized the applications of ICT into three groups, namely
“LEARNING RESOURCES”
This is including educational
software, online resources, and
video resources
“INSTRUCTIONAL
ORGANIZATION OF LEARNING”
Software and technology tools for
lecturing in the classroom, the course
management system like Moodle,
and the computer-based testing
system like HotPotatoes
“COMMUNICATION”
Email systems, and websites
offering communication
options.

The average time an Indonesian spends on social
media a day is 3 hours and 16 minutes.
Facebook, with 1.871 billion active users a month
is the leading social platform with active users,
followed by Facebook Messenger and WhatsApp.
According to the report, Indonesia is the fastest
growing country in relation to the number of
internet users today compared to 2016. Indonesia
is almost 3 times over the global average with a
51% growth year-on-year.
Source: We Are Social and Hootsuite

What are the advantages of
ICT in Language teaching
and learning?
Why use technology
with language
learners?

Advantages of ICT in Language Learning
ICT is found to be advantageous in several ways as mentioned by Herington (2002) in
Abilasha & Ilankumaran (2014) :
Technology facilitates exposure to authentic language;
Technology provides the access to wider sources of information
and varieties of language
Technology gives the opportunity to people to communicate with
the world outside
Technology allows a learner – centered approach
Technology develops learner’s autonomy. ICT help people in order
to get information and to communicate each other in wider range

Potential of ICT
In addition, for some time now, considerable claims have been made about the potential
contribution of ICT to pupils’ learning by policy makers, researchers and some teachers. Angela
McFarlane (2001) as cited in Leask and Pachler (2005), reflecting on researcher on the impact of ICT
carried our prior to the most recent ImpaCT2 studies, identifies some generic traits and specific
educational benefits of ICT such as:
ICT has the potential to become
communication tools, such as emails, chat
groups, discussion groups, pals’ clubs and
others to conduct activities which require
collaboration (Krajka 2002).

Information handling skill;
Critical Thinking;
Ability to organize and classify
information;
Improved Reading and
Comprehension
Learner autonomy, leading to
improved motivation and improved
learning;
Transformed power relationships in
learning, leading to benefits for
the learner
Learner enthusiasm;
Learner confidence
Cognitive Processing Speed;
Concentration;
Range of writing forms used;
Quality of Revision to writing;
Spelling, and presentation in
writing;
Speed of learning;

Effective use of ICT requires teachers to
act differently (Bell, 2001). The more
teachers understand the possibilities of
ICT use in and outside the classroom, the
more their teaching practice is required
to evolve (UNESCO, 2005).

The implementation of ICT in Language Learning
(Best Practice)
In context of language learning, ICT has an important
role as the “media” bridging and enabling the learning
process, or direct communication between students
and teacher although they are not present in the same
room or place in certain time. Language learning
program can be created to enable students to learn the
lessons with guidance, instruction, information or
further explanation. ICT in language learning used as
a reference-book. Computer can store unlimited
lessons or references, which can be accessed anytime,
anywhere and accurately.

Coursera courses last approximately four to ten
weeks, with one to two hours of video lectures a week.
These courses provide quizzes, weekly exercises, peer-
graded assignments, and sometimes a final project or
exam. Courses are also provided on-demand, in which
case users can take their time in completing the course
with all of the material available at once. As of May 2015
Coursera offered 104 on-demand courses. Courses cost
between $29 and $99
Best Practice of ICT in Language Learning

The use of ICT in language learning not only
involves pedagogical changes for teachers but also
involves environmental and pedagogical changes
for learners who are traditionally used to face-to-
face teaching in classrooms. Although an
increasing number of learners have access to
online technologies and use ICT for personal
interactions, they find it challenging to use ICT in
an educational context

The drawbacks of ICT in Language
Preparation Time
Plagiarism New
Administrative
Responsibilities
Student Privacy
Low Income Groups

Prerequisites for successful integration of ICT
According to UNESCO, the use of technology in the language classroom occurs successfully when;
• There is a real reason for using it
• Alternative activities are to hand, if problems arise
• Training and support is given to students
• Use of technology is integrated and ongoing
• The activities are stimulating and worthwhile to the learners
• Communication is taking place between learners
• Learners are asked to use the language in meaningful ways

Technology will never replace great
teachers, but technology in the hands of
great teachers is transformational
-George Cuoros-

REFERENCES
Abilasha & Ilankumaran. (2014). Incarnation Of Ict In English Language Teaching. Research Journal of English
Language and Literature (RJELAL) .Vol.2.Issue.4.2014
Bell, L. (2001). Preparing tomorrow’s teachers to use technology: Perspectives of the leaders of twelve national
education associations. Contemporary Issues in Technology and Teacher Education
Collis, B., & Moonen, J. (2001). Flexible learning in a digital world. Experiences and expectations. London: Kogan
Page.
Davies, G., & Hewer, S. (2009). Introduction to new technologies and how they can contribute to language learning
and teaching. Module 1.1. In G. Davies (Ed.), Information and Communications Technology for Language
Teachers (ICT4LT), Slough, Thames Valley University.
Gur, Wieke. (2014). The Role of ICT in Indonesian Language Learning and the Teaching of BIPA. ASILE 2014
Conference. Bali, Indonesia.
Marilyn, Leask., & Pachler, Norbert. (2005). Learning to Teach Using ICT in the Secondary School. New York:
Routledge

Krajka, J.G. (2002). Using the Internet in the Language Classroom to Foster Learner Independence? Ideal and Reality.
Retrieved October 11th, 2017 from http://www.iatefl.org.pl/tdal/n/krajka.htm
Neil Selwyn. (2003). ICT in Non-Formal Youth and Adult Education: Defining Territory.
OECD/NCAL International roundtable, Philadelphia. Retrieved October
11th, 2017 from http://www.literacy.org/ICTconf/OECD_Selwy n_final.pdf
Siraj-Blatchford, 1.,& Siraj-Blatchford, J. (2003). More than computers: information and communication technology in
the early years. The British Association for Early Childhood Education, London.
Sutopo, Ariesto Hadi. (2012). Teknologi Informasi dan Komunikasi dalam Pendidikan. Yogyakarta: Graha Ilmu.
United Nations Educational, Scientific and Cultural Organization. (2005). Integrating ICTs into the Curriculum:
Analytical Catalogue of Key Publications. Bangkok, Thailand: Asia and Pacific Regional Bureau for Education,
UNESCO Bangkok.
Anonym (2008). History of ICT. Retrieved October 15th, 2017 from
https://wiki.nus.edu.sg/display/cs1105groupreports/History+of+ICT#HistoryofICT-1.2History

UNESCO. 2004. Information And Communication Technologies In The Teaching And Learning Of Foreign Languages:
State−Of−The−Art, Needs And Perspectives. Moscow, Rusia: UNESCO Institute for Information Technologies in
Education Russian Federation. UNESCO Rusia.
Anoni. (2010). The Advantages And Disadvantages Of Using Ict For Teaching And Learning. Retrieved on October 14th
2017 from https://miraesiwinaya.wordpress.com/2010/01/22/the-advantages-and-disadvantages-of-using-ict-for-
teaching-and-learning/